Objectives Student will understand that the relationship between the American colonies and England was filled with tension.
Student will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Student will be able to role play the Boston Tea Party.
Product: iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Rationale: Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Quick Writes to assess student's big ideas comprehension.
Section II – timely feedback for products (self, peer, teacher)
Peer and teacher.
Summative (Assessment of Learning):
Integration Technology:
Students will create an i Movie about the events of the night of the Boston Tea Party.
Content Areas:
Art - Movie making
English - Script will be required for the movie.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught.
(Verbal): Write a newspaper article that you will anonymously send into the Boston Gazette voicing your displeasure about on of the newly enforced acts. (Logic): (Visual): Students will watch a movie over the Stamp Act and take notes on a worksheet provided for them. (Kinesthetic): Simulate a crowd chanting at a tax collector. Be sure to use fact to argue you case as a crowd. (Musical): Find some political poetry on any of the acts being enforced and analyze its meaning. (Interpersonal): While in a groups, students will be assigned either the Sugar Act, Currency Act, Stamp Act, Declaratory Act, Townshend Act or the Quartering Act. Each group will take turns after brainstorming facts about their acts, and argue why it was the act that made the most impact on the relationship between the colonies and England. (Intrapersonal): Create a Prezi one of the newly enforced acts on your own. (Naturalist):
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology: i Movie
Gifted Students:Gifted students will role play a meeting that covers the reasoning behind theBoston Tea Party.
Materials, Resources and Technology List all the items you need for the lesson.
Laptops
Whiteboard
Expo Markers
Pen/pencil
Source for Lesson Plan and Research List all URL and describe. Boston Tea PartyThis website goes extensively in depth about the Boston Tea Party. The Sons of Liberty basic information. PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Students will understand that the relationship between the American colonies and England was filled with tension. Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.http://www.youtube.com/watch?v=0JvHroG3u5EA music video about the Boston Tea Party will be my hook. Where, Why, What. Hook Tailor, MI's Used are Visual, Verbal, Interpersonal, and Intrapersonal.
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught. With Quick Writes, I will be able to turn the big ideas of the lesson into question prompts to see how much my students are understanding. Equip, Explore, Rethink, MI's used areVerbal, Intrapersonal, Interpersonal, and Visual.
With Quick Writes, I will be able to turn the big ideas of the lesson into question prompts to see how much my students are understanding
The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught. Students will use a checklist to make sure their assignments are properly completed before handing in. I will then check for proper completion and make notes on where the student can improve before handing in a final product. Explore, Experience, Rethink, Revise, Refine, MI's used areVerbal and Visual
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts List the items that need to be printed out for the lesson.
The Five W's
Project Rubric
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale: This project presents and opportunity for students to work with others and use multiple learning styles. It will be a structured, safe, and creative work environment.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Quick Writes to assess student's big ideas comprehension.
Summative:
Students will create an i Movie about the events of the night of the Boston Tea Party.
Rationale:By using Quick Writes I can see if a student is on their was towards mastery.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
MLR or CCSS:
Facet: Empathy
Rationale:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal): Write a newspaper article that you will anonymously send into the Boston Gazette voicing your displeasure about on of the newly enforced acts. (Logic): (Visual): Students will watch a movie over the Stamp Act and take notes on a worksheet provided for them. (Kinesthetic): Simulate a crowd chanting at a tax collector. Be sure to use fact to argue you case as a crowd. (Musical): Find some political poetry on any of the acts being enforced and analyze its meaning. (Interpersonal): While in a groups, students will be assigned either the Sugar Act, Currency Act, Stamp Act, Declaratory Act, Townshend Act or the Quartering Act. Each group will take turns after brainstorming facts about their acts, and argue why it was the act that made the most impact on the relationship between the colonies and England. (Intrapersonal): Create a Prezi one of the newly enforced acts on your own. (Naturalist):
Type II Technology: i Movie
Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be making an i Movie to show creativity and display clear understanding of multiple points of views.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Falasca Lesson # 4 Facet: Empathy
Grade Level: 9-12 Numbers of Days: 4
Topic:
PART I:
Objectives
Student will understand that the relationship between the American colonies and England was filled with tension.
Student will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Student will be able to role play the Boston Tea Party.
Product: iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Rationale: Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Quick Writes to assess student's big ideas comprehension.
Section II – timely feedback for products (self, peer, teacher)
Peer and teacher.
Summative (Assessment of Learning):
Integration
Technology:
Students will create an i Movie about the events of the night of the Boston Tea Party.
Content Areas:
Art - Movie making
English - Script will be required for the movie.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught.
Section II – Groups and Roles for Product
Groups of 4 will be assigned by me. http://serc.carleton.edu/introgeo/cooperative/roles.html (Group Role suggestions)
Differentiated Instruction
MI Strategies
(Verbal): Write a newspaper article that you will anonymously send into the Boston Gazette voicing your displeasure about on of the newly enforced acts.
(Logic):
(Visual): Students will watch a movie over the Stamp Act and take notes on a worksheet provided for them.
(Kinesthetic): Simulate a crowd chanting at a tax collector. Be sure to use fact to argue you case as a crowd.
(Musical): Find some political poetry on any of the acts being enforced and analyze its meaning.
(Interpersonal): While in a groups, students will be assigned either the Sugar Act, Currency Act, Stamp Act, Declaratory Act, Townshend Act or the Quartering Act. Each group will take turns after brainstorming facts about their acts, and argue why it was the act that made the most impact on the relationship between the colonies and England.
(Intrapersonal): Create a Prezi one of the newly enforced acts on your own.
(Naturalist):
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology: i Movie
Gifted Students: Gifted students will role play a meeting that covers the reasoning behind the Boston Tea Party.
Materials, Resources and Technology
List all the items you need for the lesson.
Laptops
Whiteboard
Expo Markers
Pen/pencil
Source for Lesson Plan and Research
List all URL and describe.
Boston Tea PartyThis website goes extensively in depth about the Boston Tea Party.
The Sons of Liberty basic information.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Students will understand that the relationship between the American colonies and England was filled with tension. Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. http://www.youtube.com/watch?v=0JvHroG3u5EA music video about the Boston Tea Party will be my hook.
Where, Why, What. Hook Tailor, MI's Used are Visual, Verbal, Interpersonal, and Intrapersonal.
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught. With Quick Writes, I will be able to turn the big ideas of the lesson into question prompts to see how much my students are understanding.
Equip, Explore, Rethink, MI's used are Verbal, Intrapersonal, Interpersonal, and Visual.
With Quick Writes, I will be able to turn the big ideas of the lesson into question prompts to see how much my students are understanding
The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught. Students will use a checklist to make sure their assignments are properly completed before handing in. I will then check for proper completion and make notes on where the student can improve before handing in a final product.
Explore, Experience, Rethink, Revise, Refine, MI's used are Verbal and Visual
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts
List the items that need to be printed out for the lesson.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale: This project presents and opportunity for students to work with others and use multiple learning styles. It will be a structured, safe, and creative work environment.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Quick Writes to assess student's big ideas comprehension.
Summative:
Students will create an i Movie about the events of the night of the Boston Tea Party.
Rationale:By using Quick Writes I can see if a student is on their was towards mastery.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
MLR or CCSS:
Facet: Empathy
Rationale:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal): Write a newspaper article that you will anonymously send into the Boston Gazette voicing your displeasure about on of the newly enforced acts.
(Logic):
(Visual): Students will watch a movie over the Stamp Act and take notes on a worksheet provided for them.
(Kinesthetic): Simulate a crowd chanting at a tax collector. Be sure to use fact to argue you case as a crowd.
(Musical): Find some political poetry on any of the acts being enforced and analyze its meaning.
(Interpersonal): While in a groups, students will be assigned either the Sugar Act, Currency Act, Stamp Act, Declaratory Act, Townshend Act or the Quartering Act. Each group will take turns after brainstorming facts about their acts, and argue why it was the act that made the most impact on the relationship between the colonies and England.
(Intrapersonal): Create a Prezi one of the newly enforced acts on your own.
(Naturalist):
Type II Technology: i Movie
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be making an i Movie to show creativity and display clear understanding of multiple points of views.